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Abstract
Despite the responses of the Department of Education in preparing schools for the adaptation of Senior High School in the country, it was still an existing dilemma having shortage of classrooms to be catered for the senior high school students. This can be reviewed based on the school’s two- year comparative enrollment data of DJANHS with a decrease of 29.23% and 24.29% from the total population of Grade 10 completers who enrolled for Grade 11 from academic years 2019- 2020 and 2020- 2021. Through FGD, the major root cause was determined as students’ would transfer to another schools to experience the life of a student in a two-storey building or more. This had pushed the researcher to focus on improving the students’ extrinsic motivational level amid the pandemic time. The Pap’s Localized Mobile Classroom was given birth to address the problem. This study was conducted to determine the effectiveness of the Pap’s Localized Mobile Classroom as an intervention program in improving students’ motivational level amid pandemic. The intervention catered 18 student-respondents in the Grade 11 of S.Y. 2021- 2022 as the target respondents as being identified through probability sampling method. With the use of Wilcoxon Rank test, the researcher conducted a pre-test and post-test before and after the operation of Pap’s Localized Mobile Classroom with featured services related to classroom’s physical facilities, teacher’s assistance and reinforcement. It was revealed that the motivational level of the students before the operation of the mobile classroom was Moderately Motivated (X̄=2.40) and made improvements after the operation of the mobile classroom that made the students Highly Motivated (X̄=3.32). Furthermore, the study proved that there was a significant difference on the operation of Pap’s Localized Mobile Classroom on improving students’ motivational level amid the pandemic (z= -3.4078, p=<0.5). The researcher recommended (1) to conduct training and roll-outs in various platforms for the usage of the intervention program in higher scopes, (2) strengthen the bond of the stakeholders to gather funding to continue the intervention program, (3) consolidate suggestions for the improvement of services of the mobile classroom (i.e. making it a pantry type- a come and go exchange stations for students who are in need of specific stuffs), and (4) encourage other researchers to conduct similar study in a wider scope.
